Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that America's involvement in WW2 led to increased investment in foreign affairs. (Where) The United States is currently a world power and has incredible involvement in the affairs of other nations. (Why)Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 1.2 A video of nuclear bomb detonations. This will introduce the idea that actions taken by the US to enforce both democracy and ideals on the rest of the world prevented nuclear holocaust and nuclear proliferation. (E) 1.3 Students will know nuclear proliferation, United Nations, Communism, state sovereignty (Equip) Students will use the Venn Diagram to compare and contrast Communism and Capitalism. Students will participate in mix-pair-freeze to familiarize themselves with key figures, actions and words. (Explore) Students in groups will use imovie to create a advertisement for democracy that might be viewed on TV to share in front of the class. (Experience) (R) 1.4 Students will use quick writes to write down their understanding of concepts discussed in class. (Rethink) Self-assessment will involve a checklist of material needed to be covered in the imovie. (Rethink/Revise) a rubric will be used to score and provide feedback to students about their imovie. (Revise/Refine) (E)1.5 Formative Assessment - Pre-Assessment: Present a group discussion or class created timeline of events in WWII and Post WWII, Checking for Understanding: quick writes and Timely Feedback: self, teacher (Evaluate) (T) 1.6 Tailors Verbal: Students will come up with dialog specific to the 40s and 50s they are making the advertisement for. Logic: Students will look for patterns in the use of democracy when dealing with problems, issues, and other countries and write about it in quick writes. Visual: Students will be able to visualize democracy and political interference in the from of an imovie. Musical: Students have the option of incorporating music of the 40s and 50s or music that fits in the Post World War II era in their imovie. Kinesthetic: Students will be able to physically act out scenes in the imovie. Intrapersonal: Students can work in groups to create an advertisement. Interpersonal: Students will be able to express themselves individually through quick writes on the spread of democracy after WW2. Naturalist: Students will need to understand and write about the different environments that politicians and soldiers experienced in Europe after World War 2. (O)1.7 Students will be able to demonstrate understanding of democracy Post World War II (Explanation)Product: imovie, Number of Days: 3 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that WW2 caused political, economic and social changes. (Where) Social change is a part of American culture and has always been met with encouragement and suspicion. (Why)Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 2.2 Students will discuss current social changes in the United States or the world. This will lead to a discussion of how people after World War II might have dealt or felt about the social changes. (E) 2.3 Students will know Cold War mentality, communism, women's rights (Equip) Students will use a compare and contrast graphic organizer to show changes in the social make up of the United States before and after the war. Students will participate in the find the fib activity to solidify understanding of changes and pick out myths or inaccurate statements. (Explore) Students will use glogster to create a social change poster detailing new social standards that developed from/after WWII. (Experience) (R) 2.4 Students will use the take and pass activity to write down notes on the topic and pass to the next person to add to it. (Rethink) Self-assessment will involve a checklist and peer criticism. (Rethink/Revise) feedback will be provided to the students about their poster before being posted around the room. (Revise/Refine) (E)2.5 Formative Assessment - Checking for Understanding: take and pass Timely Feedback: self, peer, teacher (Evaluate) (T) 2.6 Tailors Verbal: Students will need to understand the particular writing style and phrases of the 40s and 50s to create a social change poster. Logic: Visual: Students will use art and pictures of the 40s and 50s to create a collage of social changes after World War II. Musical: Students will explore the impact music had on social change in the US after World War II and what focus music had at the time. Kinthestic: During the take and pass activity students will ball up their notes and throw it in a trashcan and explain to the class what the notes were. Intrapersonal: Students will relate their strategies with socializing to the styles of socializing during the 40s and 50s. Interpersonal: Students can express their own ideas individually on paper before passing it to the next student. Naturalist: (O)2.7 Students will be able to decide how social changes occurred after World War II (Application)Product: glogster, Number of Days: 2 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that changes in government powers led to the rise of certain historical figures. (Where) Understanding the meaning behind what people are saying is an important skill to assess their motives and ambitions. (Why)Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 3.2 A group discussion on why the terrible dictator Stalin is so loved by many of the people in former Soviet states. (E) 3.3 Students will know Stalin, Truman (Equip) Students will use Fact and Opinion graphic organizer to better understand key figures in the time period. Students will participate in the value line exercise to open up discussion on how what key figures might say or do. (Explore) Students will use xtranormal to create a Stalin or Truman speech that would be given to the public. (Experience) (R) 3.4 Students will use the clicker to respond to questions posed by the teacher. (Rethink) Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine) (E)3.5 Formative Assessment - Checking for Understanding: clicker Timely Feedback: self, teacher (Evaluate) (T) 3.6 Tailors Verbal: Logic: Using the graphic organizer, students will be able to analyze patterns in the different ideas or actions taken by Truman and Stalin. Visual: Students will find film clips or radio segments of Stalin or Truman and share with the class. Musical: Kinthestic: In the debate between Stalin and Truman, students can try to act out the mannerisms and gestures the politicians might have made. Intrapersonal: Students will work in groups to create a debate between Stalin and Truman. Interpersonal: Students can use the clicker activity to individually answer questions posed about Truman and Stalin at their own pace. Naturalist: Students will look at the conditions of living that Truman and Stalin grew up in and see how it might affect their development. (O)3.7 Students will be able to compare Truman and Stalin's leadership (Perspective)Product: xtranormal, Number of Days: 2 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that changes in government powers led to the rise of certain historical figures. (Where) Recognizing key figures of the 40s and 50s is critical due to the impact of their actions on our lives today. (Why)Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 4.2 Teacher will tell the story of Khrushchev rise to power and how he obtained office. (E) 4.3 Students will know Khrushchev, Eisenhower, Einstein (Equip) Students will use the ladder graphic organizer to map out key political figures lives in the 40s and 50s. Students will participate in the Jigsaw exercise to each become profficient in a key figure of the 40s and 50s and share with the group. (Explore) Students will use Museum box to follow a key figure's life story. (Experience) (R) 4.4 Students will us flag it to keep track of critical information about the key figures in Post World War II era. (Rethink) Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine) (E)4.5 Formative Assessment - Checking for Understanding: flag it Timely Feedback: self, peer, teacher (Evaluate) (T) 4.6 Tailors Verbal: Students will share their different Post WWII important person with the class. Logic: Students will be allowed to create their own form of flag it system if the class model does not work. Visual: Students will look up pictures and videos to put in their museum box for the key figure in Post WWII they are following. Musical: Students can follow a musician or artist that had an impact on the reconstruction of Europe after WWII for their project. Kinthestic: Intrapersonal: At several points, the students will be allowed to share their choices for flag it placements on Post WWII in groups. Interpersonal: The flag it exercise allows each student the chance to pick what individually they deem important information about key figures in the 40s and 50s. Naturalist: (O)4.7 Students will be able to recognize key figures (Self-Knowledge)Product: museum box, Number of Days: 2 (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that America's involvement in WW2 led to increased investment in foreign affairs. (Where) The conflict between the US and the USSR had its roots placed following WWII. It is critical to understand how two big political powers came to such opposition when they were former allies.(Why)Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 5.2 Watch anti-communist ad, then discuss as class the meaning behind it. (E) 5.3 Students will know USSR, communism, nuclear proliferation (Equip) Students will use cluster/word web 2 to map out the disagreements and conflicts (militarily, politically, economically) between the USSR and the US prior to the Cold War. The students will participate in the numbered heads activity to split up into groups and answer prompted questions. (Explore) Students will use fakebook to create a conversation between the US and USSR over the issues dividing them. (R)5.4 Students will use Give One Take One to review and gather notes on the USSR and United States. (Rethink) Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine) (E)5.5 Formative Assessment - Checking for Understanding: Give One Take One Timely Feedback: self, teacher (Evaluate) (T) 5.6 Tailors Verbal: Students who select verbal will explore counter Soviet/communism rhetoric and compare with students who selected visual. Logic: Visual: Students who select visual will explore counter US art, videos and pictures made by Soviet supporters and will compare with students who selected verbal. Musical: Students will compare musical differences and rights between the US and USSR during the 40s and 50s. Kinthestic: Students will explore physical activities popular during the 40s and 50s in the US and the USSR. Intrapersonal: Students will get together in groups first with students of similar learning style choice then with mixed members. The students will compare their findings about anti-US and anti-USSR propaganda. Interpersonal: Students have the option to create a fakebook on dialog between the US and USSR on their own. Naturalist: (O)5.7 Students will be able to consider the US's relationship with the USSR (Empathy)Product: Fakebook, Number of Days: 2 (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that WW2 caused political, economic and social changes. (Where) The creation of the State of Israel is still causing problems politically and globally today. Students need to understand how the creation of Israel occurred. (Why)Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.(What) (H) 6.2 Video on Israel (quick overview) (E) 6.3 Students will know Israel, Zionist movement, state sovereignty (Equip) Students will use the time-order chat to map out the developments of the creation of the state of Israel. Students will participate in the three min-review activity to quickly go over the material discussed in class. (Explore) Students will use a blog to create a debate on the formation of Israel between skeptics and advocates. (Experience) (R) 6.4 Students will use Decisions, Decisions activity to pick a side of agreeing with the creation of Israel and reasons for not and have a discussion. (Rethink)Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine) (E)6.5 Formative Assessment - Checking for Understanding: Decisions, Decisions Timely Feedback: self, peer, teacher (Evaluate) (T) 6.6 Tailors Verbal: Students will write in a blog and create a debate about the formation of Israel. Logic: Students will use the time order chart to map out events that led up to the creation of Israel. Visual: Students will watch a movie about the conflict in the Middle East and relate it to the creation in a discussion after. Musical: Students will listen to the music that was created in Israel after its formation. Kinthestic: Intrapersonal: Students will work participate in the group discussion about whether or not the Israel should be formed in the Decisions, Decisions activity. Interpersonal: Students will at the end of the lesson write their opinion on the formation of Israel and if it had changed from the beginning of class. Naturalist: (O)6.7 Students will be able to evaluate the creation of the State of Israel (Interpretation)Product: blog, Number of Days: 2 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 A video of nuclear bomb detonations. This will introduce the idea that actions taken by the US to enforce both democracy and ideals on the rest of the world prevented nuclear holocaust and nuclear proliferation.
(E) 1.3 Students will know nuclear proliferation, United Nations, Communism, state sovereignty (Equip) Students will use the Venn Diagram to compare and contrast Communism and Capitalism. Students will participate in mix-pair-freeze to familiarize themselves with key figures, actions and words. (Explore) Students in groups will use imovie to create a advertisement for democracy that might be viewed on TV to share in front of the class. (Experience)
(R) 1.4 Students will use quick writes to write down their understanding of concepts discussed in class. (Rethink) Self-assessment will involve a checklist of material needed to be covered in the imovie. (Rethink/Revise) a rubric will be used to score and provide feedback to students about their imovie. (Revise/Refine)
(E)1.5 Formative Assessment - Pre-Assessment: Present a group discussion or class created timeline of events in WWII and Post WWII, Checking for Understanding: quick writes and Timely Feedback: self, teacher (Evaluate)
(T) 1.6 Tailors
Verbal: Students will come up with dialog specific to the 40s and 50s they are making the advertisement for.
Logic: Students will look for patterns in the use of democracy when dealing with problems, issues, and other countries and write about it in quick writes.
Visual: Students will be able to visualize democracy and political interference in the from of an imovie.
Musical: Students have the option of incorporating music of the 40s and 50s or music that fits in the Post World War II era in their imovie.
Kinesthetic: Students will be able to physically act out scenes in the imovie.
Intrapersonal: Students can work in groups to create an advertisement.
Interpersonal: Students will be able to express themselves individually through quick writes on the spread of democracy after WW2.
Naturalist: Students will need to understand and write about the different environments that politicians and soldiers experienced in Europe after World War 2.
(O)1.7 Students will be able to demonstrate understanding of democracy Post World War II (Explanation) Product: imovie, Number of Days: 3 (Organize)
Lesson 2
(H) 2.2 Students will discuss current social changes in the United States or the world. This will lead to a discussion of how people after World War II might have dealt or felt about the social changes.
(E) 2.3 Students will know Cold War mentality, communism, women's rights (Equip) Students will use a compare and contrast graphic organizer to show changes in the social make up of the United States before and after the war. Students will participate in the find the fib activity to solidify understanding of changes and pick out myths or inaccurate statements. (Explore) Students will use glogster to create a social change poster detailing new social standards that developed from/after WWII. (Experience)
(R) 2.4 Students will use the take and pass activity to write down notes on the topic and pass to the next person to add to it. (Rethink) Self-assessment will involve a checklist and peer criticism. (Rethink/Revise) feedback will be provided to the students about their poster before being posted around the room. (Revise/Refine)
(E)2.5 Formative Assessment - Checking for Understanding: take and pass Timely Feedback: self, peer, teacher (Evaluate)
(T) 2.6 Tailors
Verbal: Students will need to understand the particular writing style and phrases of the 40s and 50s to create a social change poster.
Logic:
Visual: Students will use art and pictures of the 40s and 50s to create a collage of social changes after World War II.
Musical: Students will explore the impact music had on social change in the US after World War II and what focus music had at the time.
Kinthestic: During the take and pass activity students will ball up their notes and throw it in a trashcan and explain to the class what the notes were.
Intrapersonal: Students will relate their strategies with socializing to the styles of socializing during the 40s and 50s.
Interpersonal: Students can express their own ideas individually on paper before passing it to the next student.
Naturalist:
(O)2.7 Students will be able to decide how social changes occurred after World War II (Application) Product: glogster, Number of Days: 2 (Organize)
Lesson 3
(H) 3.2 A group discussion on why the terrible dictator Stalin is so loved by many of the people in former Soviet states.
(E) 3.3 Students will know Stalin, Truman (Equip) Students will use Fact and Opinion graphic organizer to better understand key figures in the time period. Students will participate in the value line exercise to open up discussion on how what key figures might say or do. (Explore) Students will use xtranormal to create a Stalin or Truman speech that would be given to the public. (Experience)
(R) 3.4 Students will use the clicker to respond to questions posed by the teacher. (Rethink) Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine)
(E)3.5 Formative Assessment - Checking for Understanding: clicker Timely Feedback: self, teacher (Evaluate)
(T) 3.6 Tailors
Verbal:
Logic: Using the graphic organizer, students will be able to analyze patterns in the different ideas or actions taken by Truman and Stalin.
Visual: Students will find film clips or radio segments of Stalin or Truman and share with the class.
Musical:
Kinthestic: In the debate between Stalin and Truman, students can try to act out the mannerisms and gestures the politicians might have made.
Intrapersonal: Students will work in groups to create a debate between Stalin and Truman.
Interpersonal: Students can use the clicker activity to individually answer questions posed about Truman and Stalin at their own pace.
Naturalist: Students will look at the conditions of living that Truman and Stalin grew up in and see how it might affect their development.
(O)3.7 Students will be able to compare Truman and Stalin's leadership (Perspective) Product: xtranormal, Number of Days: 2 (Organize)
Lesson 4
(H) 4.2 Teacher will tell the story of Khrushchev rise to power and how he obtained office.
(E) 4.3 Students will know Khrushchev, Eisenhower, Einstein (Equip) Students will use the ladder graphic organizer to map out key political figures lives in the 40s and 50s. Students will participate in the Jigsaw exercise to each become profficient in a key figure of the 40s and 50s and share with the group. (Explore) Students will use Museum box to follow a key figure's life story. (Experience)
(R) 4.4 Students will us flag it to keep track of critical information about the key figures in Post World War II era. (Rethink) Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine)
(E)4.5 Formative Assessment - Checking for Understanding: flag it Timely Feedback: self, peer, teacher (Evaluate)
(T) 4.6 Tailors
Verbal: Students will share their different Post WWII important person with the class.
Logic: Students will be allowed to create their own form of flag it system if the class model does not work.
Visual: Students will look up pictures and videos to put in their museum box for the key figure in Post WWII they are following.
Musical: Students can follow a musician or artist that had an impact on the reconstruction of Europe after WWII for their project.
Kinthestic:
Intrapersonal: At several points, the students will be allowed to share their choices for flag it placements on Post WWII in groups.
Interpersonal: The flag it exercise allows each student the chance to pick what individually they deem important information about key figures in the 40s and 50s.
Naturalist:
(O)4.7 Students will be able to recognize key figures (Self-Knowledge) Product: museum box, Number of Days: 2 (Organize)
Lesson 5
(H) 5.2 Watch anti-communist ad, then discuss as class the meaning behind it.
(E) 5.3 Students will know USSR, communism, nuclear proliferation (Equip) Students will use cluster/word web 2 to map out the disagreements and conflicts (militarily, politically, economically) between the USSR and the US prior to the Cold War. The students will participate in the numbered heads activity to split up into groups and answer prompted questions. (Explore) Students will use fakebook to create a conversation between the US and USSR over the issues dividing them.
(R)5.4 Students will use Give One Take One to review and gather notes on the USSR and United States. (Rethink) Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine)
(E)5.5 Formative Assessment - Checking for Understanding: Give One Take One Timely Feedback: self, teacher (Evaluate)
(T) 5.6 Tailors
Verbal: Students who select verbal will explore counter Soviet/communism rhetoric and compare with students who selected visual.
Logic:
Visual: Students who select visual will explore counter US art, videos and pictures made by Soviet supporters and will compare with students who selected verbal.
Musical: Students will compare musical differences and rights between the US and USSR during the 40s and 50s.
Kinthestic: Students will explore physical activities popular during the 40s and 50s in the US and the USSR.
Intrapersonal: Students will get together in groups first with students of similar learning style choice then with mixed members. The students will compare their findings about anti-US and anti-USSR propaganda.
Interpersonal: Students have the option to create a fakebook on dialog between the US and USSR on their own.
Naturalist:
(O)5.7 Students will be able to consider the US's relationship with the USSR (Empathy) Product: Fakebook, Number of Days: 2 (Organize)
Lesson 6
(H) 6.2 Video on Israel (quick overview)
(E) 6.3 Students will know Israel, Zionist movement, state sovereignty (Equip) Students will use the time-order chat to map out the developments of the creation of the state of Israel. Students will participate in the three min-review activity to quickly go over the material discussed in class. (Explore) Students will use a blog to create a debate on the formation of Israel between skeptics and advocates. (Experience)
(R) 6.4 Students will use Decisions, Decisions activity to pick a side of agreeing with the creation of Israel and reasons for not and have a discussion. (Rethink)Self-assessment for the project will have a checklist to make sure key points and issues are met. (Rethink/Revise) Students will receive feedback from the teacher and allowed to make changes or additions and then resubmit. (Revise/Refine)
(E)6.5 Formative Assessment - Checking for Understanding: Decisions, Decisions Timely Feedback: self, peer, teacher (Evaluate)
(T) 6.6 Tailors
Verbal: Students will write in a blog and create a debate about the formation of Israel.
Logic: Students will use the time order chart to map out events that led up to the creation of Israel.
Visual: Students will watch a movie about the conflict in the Middle East and relate it to the creation in a discussion after.
Musical: Students will listen to the music that was created in Israel after its formation.
Kinthestic:
Intrapersonal: Students will work participate in the group discussion about whether or not the Israel should be formed in the Decisions, Decisions activity.
Interpersonal: Students will at the end of the lesson write their opinion on the formation of Israel and if it had changed from the beginning of class.
Naturalist:
(O)6.7 Students will be able to evaluate the creation of the State of Israel (Interpretation) Product: blog, Number of Days: 2 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe